[그림 1] 교육맥락변인과 성취도의 관계 [Fig. 1] Relation between educational contextual variables and mathematics achievement
[표 1] TIMSS의 4학년 수학 성취도 순위 [Table 1] The rankings of TIMSS 2015 forth grade mathematics achievement
[표 2] TIMSS 2015에 포함된 학교와 학생 수 [Table 2] The numbers of schools and students in TIMSS 2015
[표 3] 분석 모형에 따른 투입변인 [Table 3] Input contextual variables of the analysis models
[표 4] 분석에 사용된 교육맥락변인 [Table 4] Educational contextual variables used in the study
[표 5] 4학년 수학 교육맥락변인 기술 통계 [Table 5] Descriptive statistics on educational contextual variables of forth grade mathematics achievement
[표 6] 항목별 ‘수업 제한 정도’ 변인의 기술 통계 [Table 6] Descriptive statistics on the ‘Teaching limited by students needs’ variable
[표 7] 4학년 기초모형의 수학 성취도 분산 비율 [Table 7] Mathematics achievement variances explained by basic model
[표 8] 연구모형에 따른 4학년 수학 성취도 분산 비율 [Table 8] Mathematics achievement variances explained by the research models
[표 9] 4학년 수학 성취도에 대한 국가별 다층모형 분석 결과 [Table 9] The result of analyzing the multi-level model for forth grade mathematics achievement
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- 교육종단연구 분석을 위한 빅데이터 플랫폼 개발 및 적용 vol.5, pp.1, 2019, https://doi.org/10.36498/kbigdt.2020.5.1.11